Journal articles on the topic 'Self-managed schools'
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Henkin, Alan B., and Jay R. Dee. "The Power of Trust: Teams and Collective Action in Self-Managed Schools." Journal of School Leadership 11, no. 1 (January 2001): 48–62. http://dx.doi.org/10.1177/105268460101100104.
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Akyuni, Qurrata. "Perkembangan Pendidikan Islam di Negara Eropa: Pendidikan Islam di Spanyol." Serambi Tarbawi 10, no. 1 (January 30, 2022): 69–82. http://dx.doi.org/10.32672/tarbawi.v10i1.5069.
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Islamic education in Spain began to develop, marked by the provision of the Spanish state religion department that schools in Spain were officially allowed to provide Islamic religious lessons for their Muslim students. This is due to the growing number of Muslim students in primary and secondary schools so that some areas in Spain have to offer Islamic religion classes. This official recognition from the government opens up opportunities for Muslims in Spain to teach religion in both public and private schools. In addition, there is also the opportunity to build self-managed schools, carry out worship and celebrate religious holidays.
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Survutaitė, Dalia, and Rasa Venclovė. "The value of School Self‑ Assessment for Educational Process Quality Improvement." Pedagogika 110, no. 2 (June 10, 2013): 66–71. http://dx.doi.org/10.15823/p.2013.1820.
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In Lithuania and in every developed country in the world, it is important to ensure the effectiveness, continuity and competitiveness of educational institutions in new markets. Educational process quality is defined as student’s edification and comprehensive development of student’s innate powers in compliance with the standards of education and school goals.
In educational institutions quality must be ensured by school leaders and teachers as well as the whole school community. That is why it is important to establish an ongoing quality integrity system – self-assessment in schools. The e quality of educational process is assured by a continuous aspiration of perfection requiring to establish a regular and consistent evaluation system which can balance the state education policy, educational institution‘s goals and community needs.
To ascertain self-assessment’s influence of educational process quality in Lithuanian comprehensive schools the following research tasks were raised:
1) to describe the practice of self-assessment quality in Lithuanian comprehensive schools in 2008-2010;
2) to distinguish the advantages of self-assessment that help to raise the quality of the educational process in schools.
A survey was carried out in 2010–2011, to analyze how education quality in Lithuanian comprehensive schools is assessed and managed. Analysis of the survey data revealed that the quality of self-assessment and the usage of its results in comprehensive schools is far from perfect and does not completely meet the needs of students. The e survey confirms the necessity of closer cooperation among school leaders and community, for interaction helps to organize and manage expedient educational practice.
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Mukuna, Robert Kananga. "Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 227. http://dx.doi.org/10.36941/jesr-2021-0065.
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Teachers at South African schools work under unfavourable conditions that manifest as burnout, fatigue, exhaustion and stress, violence, lack of infrastructures, lack of resources, poor working relationships, inflexible curriculum, etc. Despite these conditions, they still managed to do their jobs to uplift their community. Against this background, this study explored enabler actions that influence Basotho teachers to surmount schools’ adversities at a rural school district. It adopted a qualitative multiple case study as a research design and semi-structured interviews as data collection instrument. Four participants (n=4; females, aged 25-35 years) were selected through purposive and convenience sampling techniques. All participants worked at a South African rural school in Free State province, South Africa. They are Basotho speakers and have at least three years of teaching experience. The thematic findings revealed that Basotho teachers developed enabler actions to cope with schools’ adversities and adjust to social and cultural environments. These include the availability of supportive services, awareness of inadequate assets, awareness of teachers’ strengths, developing of teacher resilience, self-efficacy, problem-solving skills, managing self-emotions, and self-confidence. This study concluded that the identified enabler initiatives contributed and stabilized the Basotho teacher wellbeing effectively regardless of challenges at a rural school.
Received: 25 August 2020 / Accepted: 23 November 2020 / Published: 10 May 2021
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Said, Shirly. "Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"." education policy analysis archives 26 (July 23, 2018): 86. http://dx.doi.org/10.14507/epaa.26.3506.
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In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.
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Rahmadani, Anisa, and Farida Kurniawati. "Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 75–92. http://dx.doi.org/10.25115/ejrep.v19i53.3444.
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Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.
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França, Cíntia, Francisco Santos, Francisco Martins, Helder Lopes, Bruna Gouveia, Frederica Gonçalves, Pedro Campos, et al. "Digital Health in Schools: A Systematic Review." Sustainability 14, no. 21 (October 25, 2022): 13848. http://dx.doi.org/10.3390/su142113848.
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Worldwide, the growing digitalization process and increase in smartphone usage have contributed to promoting mobile health (mHealth) services. This study provides an overview of the research targeting the effectiveness of mHealth interventions among children and adolescents in the school environment. A systematic literature review was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in the PubMed, Web of Science, and Scopus databases. The results show that physical activity and nutrition are the main intervention topics. Health literacy, mental health, productive health, vaccination rates, and social interaction were also considered in mHealth interventions. Of the 13 studies that remained for analysis, 12 described positive outcomes in at least one health variable after using an mHealth tool. Overall, interventions ranged between four and 24 weeks. Only seven studies managed to have at least 80% of the participants from the baseline until completion. Adding personal information, user interaction, and self-reference comparisons of performance seems crucial for designing successful health digital tools for school-aged children and adolescents.
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Cameron, R. J. "School discipline in the United Kingdom: promoting classroom behaviour which encourages effective teaching and learning." Educational and Child Psychology 15, no. 1 (1998): 40–55. http://dx.doi.org/10.53841/bpsecp.1998.15.1.40.
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The problem of disruptive behaviour in schools may have been around for some time, but it has recently resurfaced as a major social and political issue. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff.In this paper, a number of important dimensions of problem behaviour in schools are examined and an attempt is made to place the magnitude of this problem in perspective. A number of government initiatives are summarized and a promising model for helping school staff work at a variety of levels to manage unwanted activities and promote positive pupil behaviour is described.Finally, some key areas for future development are discussed. These are: developing a curriculum for individual pupils; teaching self-regulatory techniques; using mentoring and peer support; and enhancing intrinsic motivation.
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Yusoff, Muhammad Saiful Anuar, and Wan Nazihah Wan Mohamed. "Motivation in Reading Arabic Literature Books Among Students of Kelantan Religious Schools." Global Journal Al-Thaqafah 10, no. 1 (July 31, 2020): 10–17. http://dx.doi.org/10.7187/gjat072020-2.
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Motivation plays an important role in learning because it activates learning behavior. However, empirical studies that investigated the influence of motivation dimensions on the activities of reading Arab literature books among students taking religious examination papers (STAM) have not yet been conducted. Four dimensions of motivation namely self-efficacy, subject value, intrinsic orientation and extrinsic orientation were studied based on the Expectancy-Value Theory and Self-Determination Theory. As such, this study was conducted to identify the influence of four-dimensional motivation on the frequency of reading Arab literature books among students taking STAM exams and examine the influence of Arabic language proficiency on the relationship between the dimension of motivation and frequency of reading. The study involved 375 students who took STAM examination in schools managed by Yayasan Islam Kelantan (YIK). Structural Equation Modelling using Smart PLS software was utilised to get the results of the study. The findings showed that only self-efficacy dimension (β=0.162, t=2.370, p<0.01, f2=0.018) significantly affected the frequency of reading Arab literature books while the analysis on the influence of Arabic language proficiency as the moderator factor (β=-0.168, t=1.932, p<0.05) proved to be significant towards the relationship between self-efficacy and frequency of reading Arabic literature books. This finding revealed the importance of self-efficacy in predicting the frequency of reading Arabic literary textbooks and its effect on the frequency of reading Arabic literary textbooks that depends on the level of Arabic language proficiency. Implications of this study from theoretical and practical point of view are also discussed.
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Alshaikhi, Hamad I. "Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1359. http://dx.doi.org/10.17507/tpls.1011.03.
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This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.
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Crowe, Ruby, Michelle L. Townsend, Caitlin E. Miller, and Brin F. S. Grenyer. "Incidence, Severity and Responses to Reportable Student Self-Harm and Suicidal Behaviours in Schools: A One-Year Population-Based Study." School Mental Health 12, no. 4 (August 27, 2020): 841–51. http://dx.doi.org/10.1007/s12310-020-09390-x.
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Abstract School staff have a unique opportunity to detect and respond to mental health issues including self-harm and suicidal behaviour in adolescents. There is limited knowledge about how these incidents are managed in schools. This study aims to understand the incidence rates, perceived severity and management of self-harm and suicidal behaviour incidents by schools. A total of 1525 school incidents were analysed for rate, severity and response. Pearson’s χ2 test was used to understand incident rates of self-harm and suicidal behaviours compared to all other incidents, and if incident category was related to emergency service involvement. A Kruskal–Wallis ANOVA analysed differences in severity ratings for incidents, and relative risk ratios determined the probability that first responder services will be engaged in self-harm and suicidal behaviour incidents. Self-harm and suicidal behaviour incidents (n = 77) accounted for 5.05% of all incidents and were more likely to be rated highly severe compared to other incidents. Incidents of self-harm and suicidal behaviours were 1.43 times more likely to have police involvement and 8.37 times more likely to have ambulance involvement compared to other incidents that caused harm to students, staff or property including welfare and violence incidents. The findings highlight the severity of reportable self-harm and suicidal behaviour incidents as they required an emergency response. We discuss the potential missed opportunity for early intervention by school staff and services, which may hinder future disclosure or help-seeking by at-risk young people. Training of school staff may provide knowledge and confidence to respond appropriately to self-harm and suicidal behaviour incidents and prevent escalation requiring emergency intervention.
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Harrington, Judith. "Contemporary Issues in Private Practice: Spotlight on the Self-Employed Mental Health Counselor." Journal of Mental Health Counseling 35, no. 3 (July 1, 2013): 189–97. http://dx.doi.org/10.17744/mehc.35.3.8742717176154187.
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Mental health counselors (MHCs) are employed in a variety of professional settings, among them community agencies, schools, colleges and universities, hospitals, clinics, treatment centers, government, military, employee assistance programs, insurance or managed care companies, and private practice. Arguably, private practice is the setting where the potential for career gratification and self-direction is most counterbalanced by vocational and financial vulnerability. This article introduces the Special Issue of the Journal of Mental Health Counseling (JMHC), Contemporary Issues in Private Practice, and highlights the paucity of scholarly literature dealing with private practice; recalls the historic challenges between the research and clinical communities related to field-based research and collaboration and accurately quantifying the actual number of private practitioners; and reflects on the recent past and future of private practice counseling.
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Sittie Maguid-Kusin and Zainodin M. Kusin. "Local Management Conflict Resolution Among Elementary Schools Principals In Maguindanao." Procedia of Social Sciences and Humanities 1 (January 30, 2021): 323–32. http://dx.doi.org/10.21070/pssh.v1i.63.
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The basic function of school principal is to resolve conflicts and this needs skillful principals to handle those problems, to come up with peaceful solutions and outcomes. The main focus of the study was to determine the Local Management Conflict Resolution among Elementary Schools Principals in Maguindanao. The descriptive correlation method of research was used in this study. It was conducted at 20 Central Elementary Schools in Maguindanao -1 Division with a total of 150 teachers participated in the study. The data gathered were analyzed using SPSS. The statistical tools used were weighted average mean and regression analysis.The Level of Conflict Resolution Skills of Elementary Schools Principals in Maguindanao were rated negotiated that described their skills in conflict resolution in terms of negotiation with a grand mean of 3.42, Mediation were rated highly mediated with a grand mean of 3.57. The Extent of conflict management of the Elementary Schools Principals in the Province of Maguindanao to manage conflict of teachers vs teachers were rated satisfactory with a grand mean of 3.31, teachers vs pupils 3.35. Moreover, the conflict resolution skills of elementary schools principals in Maguindanao were manifested and conflicts were managed most of the time by the principals. The influence between the levels of conflict resolution skills of elementary schools principals in Maguindanao to principals’ management was Significant. It is recommended that conflict resolution skills of elementary schools principals in Maguindanao need to improve and strengthen it for self-development to manage all the time the conflicts very well.
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Acker, G. "Job Stress Associated with Managed Care Mental Health Services Among Social Workers in the USA." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71465-8.
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This study examined the complex interrelationships among work related stressors associated with managed care mental health services and burnout of social workers. The recent national trends in mental health care in the USA, driven by the rising costs of inpatient treatment have resulted in a reduced psychiatric inpatient census, increase in outpatient clients with severe and persistent mental illness (SPMI), new regulations and constraints, and increases in management activities and paperwork. The new economic decisions about mental health care have also resulted in changes in the work roles of social workers as well as other helping professionals (psychiatrists, psychologists), and in new ethical dilemmas, and disillusionment regarding mental health practice. A total of 591 social workers practicing in mental health agencies in New York State completed self-administered and anonymous questionnaire packets that included several measures: Level of conflict that workers experience when interfacing with managed care organizations (CMC), organizational commitment, emotional exhaustion, and turnover intentions. Results showed that CMC had statistically significant correlations with organizational commitment and with emotional exhaustion. The researcher discusses the role of social work schools and other related academic programs as well as agencies in offering new educational opportunities and training in order to improve workers’ skills which are necessary for communicating and negotiating with managed care organizations.
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Akmilia, Tsara Desiana, Pupung Purnawarman, and Rojab Siti Rodliyah. "SELF-DIRECTED FEEDBACK: AN ATTEMPT TOWARDS LEARNER AUTONOMY IN WRITING." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 48. http://dx.doi.org/10.25134/ieflj.v1i1.613.
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This paper aims to investigate the application of self-directed feedback in a writing classroom in terms of how it may affect their skills in writing and the students� response to it. The study was conducted in one of public high schools in Bandung, taking nine students of a science class as the participants. It employs a case study which is using interview and document analysis as the data collection techniques. The findings show that after the inclusion of self-directed feedback in four drafts, the students managed to have a progress in terms of organization, vocabulary, mechanics, and grammar in the process of writing a report text. The awareness of their own progress also indicates a trait of an autonomous learner. Most of the students saw self-directed feedback as a worthy technique to be used again in the subsequent lessons. As a conclusion, self-directed feedback is proven applicable in the writing classrooms as it functions as a step in making students acquire strategies of learning autonomy. For further research, it is suggested that self-directed feedback is included in a set of a self-monitoring strategy rather than one exclusive technique.Keywords: self-directed feedback, writing, learner autonomy
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Sojow, Luckie. "Peran pt bidang kejuruan dalam menyiapkan guru profesional." Jurnal Pendidikan Vokasi 1, no. 1 (February 28, 2011): 191. http://dx.doi.org/10.21831/jpv.v1i1.5814.
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THE ROLE OF THE VOCATIONAL INDUSTRY IN PREPARING PROFESSIONAL TEACHERSSchool of Engineering in the Higher Educational Institutions produce professional teachers for vocational schools and training institutions who are able to meet the need of community. The curriculum should always keep up date with the needs of market. There two approaches in developing professional teacher: individual and team. Individual approach is developed by the individual self, and input might come from upper authorities, experts, and peer which is grouped by subject matter. On the other hand team approach, the system puts trust more on group of individuals that have shared goals to achieved rather than on individual. Management at study program level, as a primary practical community, can be managed holistically and in integrative ways.
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Bawalsah, Joseph Awwad, and Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities." International Journal of Education 12, no. 3 (September 25, 2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.
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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.
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Bhatta, Dharma Nand, AK Koirala, and N. Jha. "Adolescent students' attitude towards premarital sex and unwanted pregnancy." Health Renaissance 11, no. 2 (June 19, 2013): 145–49. http://dx.doi.org/10.3126/hren.v11i2.8222.
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Background: In Nepal, as in other Asian countries, the issue on sexuality still remains a taboo. Despite this, there are increasing numbers of sexual activities reported among Nepalese adolescents. Objective: To know the attitude towards premarital sex and unwanted pregnancy of adolescent students. Methods: Three higher secondary schools were randomly selected and students of those schools were taken purposively with structured self administered questionnaires. Cross-sectional study design was adopted and significance levels were observed with 95% confidence level (pd.0.05 for significant). Descriptive and inferential analyses were done with the sample size 324. Results: Among the total respondents, 32.4% mentioned premarital sex is appropriate and 25% had premarital sex. One third (33.3%) of the total respondents. peers were taking alcohol, 37.7% had smoking habit and 8.3% had drug dependency. Among the respondents having experience of premarital sex, 61.7% had the first sex at the age of mean ± SD 17.72 ± 0.849 years. Among the boys 32.6% and among the girls 13.7% had the premarital sexual intercourse. Majority of boys and girls had first sex with girl friend and boy friend respectively. Among the total respondents who had premarital sex, 16% faced the problem of unwanted pregnancy. Among them, 53.8% managed the unwanted pregnancy by surgical abortion procedure and remaining 46.2% managed by taking medicine (medical abortion). Conclusion: Sexual and reproductive health of the adolescents is now growing concern for many developing countries due to increasing trend in sexual activities and unwanted pregnancies among the adolescents. Health Renaissance, January-April 2013; Vol. 11 No.1; 145-149 DOI: http://dx.doi.org/10.3126/hren.v11i2.8222
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Romero-Ayuso, Dulce, Pablo Alcántara-Vázquez, Ana Almenara-García, Irene Nuñez-Camarero, José Matías Triviño-Juárez, Patrocinio Ariza-Vega, José-Pascual Molina, and Pascual González. "Self-Regulation in Children with Neurodevelopmental Disorders “SR-MRehab: Un Colegio Emocionante”: A Protocol Study." International Journal of Environmental Research and Public Health 17, no. 12 (June 12, 2020): 4198. http://dx.doi.org/10.3390/ijerph17124198.
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Self-regulation refers to the ability to control and modulate behavior, and it can include both emotional and cognitive modulation. Children with neurodevelopmental disorders may show difficulties in self-regulation. The main objective of this study is to improve self-regulation skills in children between 6 and 11 years of age with neurodevelopmental disorders. Methodology: A randomized controlled trial will be conducted with the use of “SR-MRehab: Un colegio emocionante”, based on a non-immersive virtual reality system where virtual objects can be managed by children in a natural way using their hands. Children will be recruited from several schools of Granada (Spain) and they will be randomly allocated to two groups. An assessment will be conducted before and after the intervention and 24 weeks after the end of the intervention process. The experimental group will receive the intervention using virtual reality. The control group will receive a standard self-regulation program. Both interventions will be performed once a week for a total of 10 sessions. Changes in self-regulation, as well as the acceptability of technology with the use of SR-MRehab, will be evaluated. The results will be published and will provide evidence regarding the use of this type of intervention in children with neurodevelopmental disorders. Trial registration: Registered with code NCT04418921.
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Arif, Muhammad, and Muhammad Hameed Nawaz. "Comparative Study of the Effectiveness of Secondary Schools Leadership: Promotee and Punjab Public Service Commission' Selectee." Global Regional Review V, no. I (March 30, 2020): 566–75. http://dx.doi.org/10.31703/grr.2020(v-i).59.
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The study was aimed to check the effectiveness of secondary schools leadership, i.e. promotee and Punjab Public Service Commission (PPSC) selectees. It was descriptive research and cross-sectional survey design in nature. Population for this study comprised of all 4188 SSTs working under promotes and selectees school leadership across Punjab province. The sample consisted of 648 SSTs selected on a systematic random basis. The opinions were taken from SSTs about their school leadership by a self-developed questionnaire which was based on four points Likert scale. Independent sample t-test and Chi-square tests were applied to analyze the data. The study concluded that Punjab Public Service Commission' selectees school leadership regarding passionate vision, developing a conducive environment and struggle for fostering collaboration are found more effective than promotee school leadership. The study recommends training may be managed for both types of leadership, especially for promotee leaders for better performance.
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Makhrachev, Georgiy S. "School museum as a mean of implementing the innovation project “Basic schools of the Russian Academy of Sciences”." Tambov University Review. Series: Humanities, no. 186 (2020): 234–42. http://dx.doi.org/10.20310/1810-0201-2020-25-186-234-242.
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We consider the experience of using museum pedagogy to implement the innovation project “Basic schools of the Russian Academy of Sciences”. The main goal of the project is to identify and attract talented young people to the scientific sphere. The school museum can become a place for students to get acquainted with the methods of search and research work, critical thinking development and, as a result, further development in the professional sphere. Based on the analysis of the military and historical glory museum’s work of school graduates and Tambov partisans, “MAEI Lyceum no. 6” managed to identify 4 stages of the project implementation. First of all, with the help of creative tasks and game methods it is necessary to motivate students to engage in search and research work. The next stage implies creation of additional opportunities for scientific self-realization. From the most interested students a creative association is formed, which is engaged in such activities as museology, source study, art and technology, and historical. At this stage the teacher should actively implement the project method of work. It is possible to invite scientists and specialists with lectures and master classes to make students learn more about the features of scientific work. The third stage implies the inclusion of museum lessons in the educational process, and the organization of such lessons should involve members of the creative association. In conclusion: we should not forget about the importance of promoting the museum in the public environment through the official website, media, scientific publications, mass events and excursions for school guests.
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Zabaniotou, Anastasia. "New Forms of Social Learning in Mediterranean Higher Engineering Education: Change Lab for Gender Equality Transformation, Methodology, Design Principles." Sustainability 12, no. 16 (August 15, 2020): 6618. http://dx.doi.org/10.3390/su12166618.
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Educating students to understand the dynamics of complex systems and acting with responsibility and equality in their professional/private life is pivotal. Implementing social changes in higher engineering education institutions is a challenge. This work is grounded empirically in the tailored practices of the gender equality Change Lab embedded in the network of Mediterranean engineering schools, which is a collective organizational integrity. We used action research and practical learning in our methodology. Design principles are provided, and methodological setup is included. We advocate that in order to mainstream gender equality, develop structures, and overcome some of the known limitations, we need to have conceptual clarity, well-targeted interventions, reflexivity, and empirical evidence. Moving from separate bureaucratic centrally-managed higher education institutions to interconnected networks that can organize self-assembling collaboration in the form of labs, with mutually beneficial partnerships contemplating social innovations, can challenge the melting of the traditional boundaries towards inclusive education. This can be done amidst university reforms conducive to such a transformation. Particular attention is paid to the role of HORIZON 2020 Taking a Reflexive Approach to Gender Equality for Institutional Transformation (TARGET) project in conceptualizing gender equality learning and system change in Mediterranean engineering schools.
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Montecinos, Carmen, Luis Ahumada, Sergio Galdames, Fabián Campos, and María Verónica Leiva. "Targets, threats and (dis)trust: The managerial troika for public school principals in Chile." education policy analysis archives 23 (September 10, 2015): 87. http://dx.doi.org/10.14507/epaa.v23.2083.
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Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.
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Walker, Allan, and Terry Quong. "Fashioning a Culture for School Leadership from the Top." Journal of School Leadership 6, no. 5 (September 1996): 470–93. http://dx.doi.org/10.1177/105268469600600501.
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School leaders are unavoidably touched by educators placed higher in the formal systemic hierarchy. This article reports the attempt of a newly-appointed Education Chief Executive Officer (CEO) to fashion a culture of leadership suited to self-managed schools and shifting educational priorities. First, the context into which the CEO was appointed is described as is the rationale anchoring the new set of guiding values. Second, the values themselves and the actions taken by the CEO to stimulate their adoption throughout the system are discussed. Finally, some initial administrator reactions to the change attempt and a number of associated issues are explored. Findings indicate that actions from high-level educators can influence principals’ approaches to leadership, but that such changes may lack durability unless other influential players exhibit commitment. A further finding exposed the paradox of instituting culture change while avoiding a personality driven approach to leadership.
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Regmi, Rabin, and Balak Devkota. "Factors Affecting Biology Lesson Motivation in Secondary School Students." Educator Journal 10, no. 1 (July 27, 2022): 135–46. http://dx.doi.org/10.3126/tej.v10i1.46736.
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Motivation is a theoretical construct used to explain the initiations, direction, intensity, persistence and quantity of behaviour. It is an important determinant of learning and its outcomes, as expressed in academic performances. The proper study of motivational factors is a prerequisite for students’ effective motivation toward learning. So, a teacher should accept the effect of motivation in the instructional process and should keep knowledge of factors influencing motivation during the learning process. Hence, this study evaluates the factors affecting biology lesson motivation in secondary level students under quantitative research design. The sample of the study was randomly selected 200 students (51.5% girls and 48.5% boys) from grades nine and ten from five government-managed secondary schools. The research data was collected using a questionnaire developed by Glynn and Koballa (2006) as a science lesson motivation questionnaire and adapted by Ekici (2009) as a biology lesson motivation questionnaire. The data were analyzed by applying quantitative procedures using Statistical Program for the Social Sciences. The result generally indicates that students feel biology is an interesting subject with practical value relevant to their lives. Though the students were not confident on their Biology tests and were not receiving grade motivation, they were not greatly worried about the biology tests. Self-determination is the major motivating factor with the highest mean score of 4.170, followed by career motivation (3.890), intrinsic motivation, and personal relevance. Grade motivation has least role in Biology lesson motivation. Moreover, there is a significant correlation (r= 0.592) of intrinsic motivation and personal relevance with self-efficacy and assessment anxiety. There is low correlation between Self-efficacy and assessment anxiety and Self-determination but is significant.
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Mohd Asikin, Norbazila, and Noor Aireen Ibrahim. "Challenges in Teaching Pronunciation in Malaysian Secondary Schools: Novice Teacher's Perspective." LSP International Journal 7, no. 2 (November 30, 2020): 119–37. http://dx.doi.org/10.11113/lspi.v7.16349.
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Pronunciation is a key component of speaking skill and providing students with sufficient knowledge on correct pronunciation will help to improve their overall speaking skills. However, pronunciation remains a contentious issue in English as a Second Language (ESL) teaching and learning process as teaching pronunciation has often been avoided by language teachers. There are many factors that make teaching pronunciation a challenge for teachers and can be divided into internal and external challenges. This study was conducted to examine challenges faced by teacher trainees in teaching pronunciation and ways in which these challenges were managed. This study employed both quantitative and qualitative methods of data collection. A set of self-developed questionnaire with two main sections and a total of eight items was distributed to 34 teacher trainees, six of whom were interviewed to gather data for this study. Challenges in teaching pronunciation found in this study can be divided into two categories which were internal and external challenges. Internal challenges consist of i) lack of confidence, ii) lack of sufficient knowledge and iii) pedagogical issues. On the other hand, external challenges faced by novice teachers in this study included i) lack of priority, ii) limitation of time; and iii) lack of teaching materials and resources. Although novice teachers face both internal and external challenges in teaching pronunciation, three main methods were employed by the respondents to manage these challenges. The management of these challenges showed that novice teachers were aware of the importance of teaching pronunciation and therefore did not allow these challenges to become a barrier.
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Zembylas, Michalinos. "Professional standards for teachers and school leaders." Journal of Professional Capital and Community 3, no. 3 (July 9, 2018): 142–56. http://dx.doi.org/10.1108/jpcc-12-2017-0029.
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Purpose The purpose of this paper is to contribute to recent work that interrogates the affective conditions in standardizing processes taking place in schools by asking: what are the relations between affect and biopower, when standardizing processes take place in schools, and how can we better understand the constitution of affective spaces and atmospheres that enable some transformative potentials while preventing others? Design/methodology/approach The main argument is that professional standards for teachers and school leaders create ambivalent (i.e. both positive and negative) affective spaces and atmospheres in schools that require one to look for the ways in which biopower works affectively through specific technologies. This ambivalence produces not only governable and self-managed teachers and school leaders who simply implement professional standards, but also affective spaces and atmospheres that might subvert the normalizing effects (and affects) of standards. Findings While attention has been directed to the involvement of affectivity in standardizing processes, what has been theorized less in the field of professional capital is the entanglement of affect and biopower in the spread of professional standards. Engaging with recent work surrounding the affective turn in the social sciences and humanities, the encounter between affect and biopower opens methodological, ethical and political possibilities to examine the affective impact of standards on the professional capital of teachers and school leaders. The analysis displaces emotions from their dominant positionality in discourses about professional standards, reinvigorating theoretical explorations of the affective spaces and atmospheres that co-constitute subjectivities, organizations, governance and social practices in standardizing processes. Originality/value The spatiotemporal and organizational arrangements of schools while undergoing standardizing processes constitute crucial constellations for ethical and political reproduction of affective relations. Thus, the destabilizing and inventive potentials of affects, spaces and atmospheres – to name a few conceptual resources – are extremely important in exposing the normalizing as well as resisting aspects of standardizing processes.
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Liu, Huani, Minjuan Wang, Hengling Wan, Yifan Lyu, and Haorong Zhu. "An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes." Sustainability 13, no. 2 (January 7, 2021): 501. http://dx.doi.org/10.3390/su13020501.
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In recent years, live webcast classes have been increasingly used in China as an approach to alleviating educational poverty through equal access to high-quality education. Many schools in impoverished areas have managed to increase their proportions of students entering college by introducing the new model. While celebrating improved learning outcomes of a small percentage of students, educators should also be concerned about the overall academic wellbeing and sustainable development of less successful students. In the present study, academic wellbeing was conceptualized as a multidimensional construct covering seven dimensions, namely Empathy, Support, Responsiveness, Reliability, Tangibility, Self-efficacy and Buoyancy. Data were collected from 136 twelfth-grade students who had studied in live webcast classes. The results show that the overall academic wellbeing in live webcast classes was consistent among students of different academic performance levels, but the specific dimensions of academic wellbeing that they think mostly need improvement varied among different student groups. The findings of this study suggest that learner wellbeing and sustainability can be enhanced by closer collaboration between live webcast instructors and local teachers in instructional materials design, exercise and test questions’ compilation, as well as students’ self-study facilitation. The degree to which a local teacher should be involved in classroom teaching depends on the students’ academic level and learning needs.
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Liu, Huani, Minjuan Wang, Hengling Wan, Yifan Lyu, and Haorong Zhu. "An Empirical Study on Students’ Academic Wellbeing and Sustainable Development in Live Webcast Classes." Sustainability 13, no. 2 (January 7, 2021): 501. http://dx.doi.org/10.3390/su13020501.
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In recent years, live webcast classes have been increasingly used in China as an approach to alleviating educational poverty through equal access to high-quality education. Many schools in impoverished areas have managed to increase their proportions of students entering college by introducing the new model. While celebrating improved learning outcomes of a small percentage of students, educators should also be concerned about the overall academic wellbeing and sustainable development of less successful students. In the present study, academic wellbeing was conceptualized as a multidimensional construct covering seven dimensions, namely Empathy, Support, Responsiveness, Reliability, Tangibility, Self-efficacy and Buoyancy. Data were collected from 136 twelfth-grade students who had studied in live webcast classes. The results show that the overall academic wellbeing in live webcast classes was consistent among students of different academic performance levels, but the specific dimensions of academic wellbeing that they think mostly need improvement varied among different student groups. The findings of this study suggest that learner wellbeing and sustainability can be enhanced by closer collaboration between live webcast instructors and local teachers in instructional materials design, exercise and test questions’ compilation, as well as students’ self-study facilitation. The degree to which a local teacher should be involved in classroom teaching depends on the students’ academic level and learning needs.
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Mulchandani, D., and I. Tajamul. "An Exploratory Study of Factors Affecting University Choice Decision Made By Students for Business Schools in Pune." CARDIOMETRY, no. 23 (August 20, 2022): 529–37. http://dx.doi.org/10.18137/cardiometry.2022.23.529537.
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The endeavor is made to distinguish students’ intentions and reasoning for selecting a Master in Business Administration program extended by colleges functioning in the Pune region of India. It additionally probes into the criteria and factors undertaken to choose the institution offering the program. The intention is to help the colleges include the elements in consideration while carrying out promotions before admissions and attract promising students for the course provided. This study investigates the reasoning behind a student’s selection of an MBA institute. The theoretical model actualized for this theory comprises the 7P model created by Kotler and Fox, which is unequivocally custom-made for schools and colleges. Self-managed surveys were coursed to 306 student participants in 2020. The data obtained were evaluated using concise methodological approaches like factorial analysis. At the MBA level, five factors were extracted, which had various segments of 7ps. I understand that the research discoveries will empower both the promotion offices of universities and educational organizations in India to comprehend the psychological research of undergraduates and build up a compelling blend of marketing strategies. It would also promote programs that better represent the needs of students and improve the attraction among all future students in private colleges.
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Hassan, Syazwani, Nur Nabila Zulkifly, Annapurny Venkiteswaran, and Rohaida Abdul Halim. "Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries." Scientific Research Journal 15, no. 2 (December 31, 2018): 51. http://dx.doi.org/10.24191/srj.v15i2.5480.
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To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.
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Hassan, Syazwani, Nur Nabila Zulkifly, Annapurny Venkiteswaran, and Rohaida Abdul Halim. "Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries." Scientific Research Journal 15, no. 2 (December 31, 2018): 51. http://dx.doi.org/10.24191/srj.v15i2.9350.
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To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.
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Sari, Lisna Sulinar. "PELAKSANAAN DAK FISIK BIDANG PENDIDIKAN DI KABUPATEN AGAM." Jurnal Ilmiah Mimbar Demokrasi 18, no. 2 (August 13, 2019): 197–214. http://dx.doi.org/10.21009/jimd.v18i2.11801.
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The aim of this study was to find out the implementation of the Physical Special Allocation Fund (DAK) in the Basic Education level in Agam Regency. This study uses a qualitative approach. Respondents were Head of Elementary and junior SecondarySchool Division, as well as managers of Physical DAK in Elementary and Middle School. Data collection were carried out using clustered group discussions (DKT) and secondary data. Analysis data used qualitative descriptive technique. The results of the study show that the implementation of education infrastructure improvement is carried out in a self-managed manner and the procurement of educational facilities is carried out by auction or by e-catalog. All of the education infrastructure improvements can be carried out (100%) both in elementary and junior high schools. Whereas not all can be implemented to improve education facilities, especially in elementary schools. To procure library collections in the Elementary School, Elementary School Division in the regency must refund as much as IDR 2.6 billion, because it cannot carry out the procurement of library collections due to the absence of providers who pass the selection for auction. Procurement of educational equipment and media can be implemented in Junior Secondary School, because all goods needed in the procurement of equipment and educational media are in the e-catalog, making it easier for DAK managers to procure an increase in educational facilities. In addition, the ecatalog procurement process is faster and safer.
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Wieczorek, Anna. "Territorial self-government and “LGBT-free zones”." MAZOWSZE Studia Regionalne Special Edition 2022, Special Edition 2022 (2022): 81–92. http://dx.doi.org/10.21858/msr.se.2022.04.
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Several dozen of self-governments – municipal and county councils and regional assemblies passed resolutions and declarations against the LGBT ideology. The authors of these documents emphasized the will to protect the family based on traditional values and to defend the education system against LGBT propaganda/ideology. Opponents warned against the stigmatization of non-heteronormative people. The guideline for the above-mentioned documents became the “Local Government Charter of Family Rights”, published in 2019. Signs “LGBT-free zone” have appeared at the entrances to areas administered by self-governments that have adopted such declarations or resolutions. The dispute has become increasingly wide-ranging and has involved the media, the courts, the prosecutor’s office, the Ombudsman, the European Parliament, and the European Commission. The author of this article does not take sides. He merely believes that unnecessary quarrels harms our country. To demonstrate the absurdness of the argument over “LGBT-free zones”, the article refers to: – the selected documents relating to local government (declarations, resolutions, court judgments) and the “Local Government Charter of Family Rights” – generally binding acts of law relating to the self-government, family and educational tasks; – biographies of people (e.g. writers) who should be considered positive in Polish and World history, despite their complicated family life. The selection of the analyzed data can be considered subjective. The author chose the documents of local governments of Małopolska and Beskid Mountains, because he considers the areas managed by them to be very attractive for tourists – he likes to spend holidays in Cracow, Zakopane and Beskid Śląski and Żywiecki, e.g. in Koniaków and Żywiec. The reading list for secondary schools, adopted by the Minister of National Education, determined the selection of writers’ biographies. The choice of the others was determined by the uniqueness of their biographies and the impact on the history of Poland and the world. Finishing work on the article in March 2022, the author consciously introduced the theme of Ukraine.
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Diana, Fiska. "Pentingnya Konseling Lintas Agama Dan Budaya Dalam Menjaga Budaya Toleransi Di Sekolah." Jurnal Al-Irsyad: Jurnal Bimbingan Konseling Islam 4, no. 1 (June 22, 2022): 63–76. http://dx.doi.org/10.24952/bki.v4i1.5163.
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AbstracReligious difference is a necessity that gives birth to two possibilities in society, namely the potential for religious tolerance and the potential for intolerance, depending on how it is managed. Schools are the foundation in building religious tolerance, because the world of education is filled with various cultural backgrounds, even religions as well and the important thing is how a student appreciates religious tolerance in his daily life, so that in the world of education cross-religious and cultural counseling is needed, which provides direction to students so that their religious understanding does not deviate from the values of brotherhood. In general, there are several competencies that must be possessed by counselors, namely pedagogical competence, personality competence, social competence, and professional competence. Meanwhile, in the cross-cultural context, there are several awareness of multicultural counseling that must be passed by counselors for the smooth process of cross-religious-based counseling and culture, namely self-awareness, awareness of one's own culture, awareness of race, sexism, and poverty, awareness of individual differences, awareness of other cultures, awareness of diversity, skills in counseling techniques. Keywords: Counseling, Cross Religion and Culture, Culture of Tolerance
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Jiang, Xiaoli. "Intercultural Management in Culturally Diverse Classrooms." Asian Education Studies 3, no. 2 (April 11, 2018): 69. http://dx.doi.org/10.20849/aes.v3i2.374.
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Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.
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Syafitri, Wenni, Muhamad Sadar, and Eddisyah Putra Pane. "PELATIHAN DAN SOSIALISASI SISTEM INFORMASI KEUANGAN PADA SEKOLAH ISLAM TERPADU PEKANBARU." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (December 17, 2018): 211–19. http://dx.doi.org/10.31849/dinamisia.v2i2.1258.
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SMP IT Madani as one of the schools that apply the concept of islamic in its education practice. SMPIT Madani is a school formed by amil zakat self-supporting institution ummah Riau by using theconcept of free school. SMP IT stands in 2011 with a total of 20 students. Over time, the currentnumber of junior Madani IT students amounted to 75 students. The average students who attendjunior high school IT is the students who come from poor families.SMP IT Madani has received School Operational Assistance (BOS) a few years back. The BOSprogram uses a different approach than Special Assistance for Students (BKM) ie BOS funds are notgiven to poor students but are provided to schools and managed by schools. The mechanism forcalculating BOS funds is based on the number of students in each school. So the goal of this BOScan be achieved is to free the cost of education for poor students or not able and can alleviate forother students so they can get 9 years basic education services.The obligations of schools receiving BOS programs should report the realization of the use of theprogram to the government. Currently schools are having difficulties to make reporting realizationof BOS program to government and foundation. Differences in reporting formats to foundations andgovernments make the school experience serious problems. If it does not sync between reportingbetween the government and the foundation will cause many other questions and problems. Wheninterviewed, the school is very eager for this matter to be resolved immediately.Based on the problems of the partners, it can be concluded the solution of the problem is a reportinginformation system synchronized to the government and the foundation. So that SMP IT Madani nolonger experience obstacles to the reporting of BOS program activities. As a result the name ofUnilak increasingly fragrant in the eyes of society, especially SMP IT Madani.Method of implementation of activities used is direct observation to the location of partners toperform the first phase, this stage includes data collection and data processing. When this stage takesplace, we will get an overview of the Information Technology environment, and the partner's needfor the BOS program reporting mechanism. After the first phase is done, it will be held the secondphase of socialization, this stage to do the sosiasisasi about the benefits of synchronizing BOSreporting to the government and the foundation. Then in the third stage, the authors do the designand implementation of BOS reporting system based on information obtained from the foundation.Finally, the training phase: Each partner school sends its representative two people, to attend trainingon the use of reporting system that can synchronize BOS and foundation reporting.
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Muyassir, Muyassir, Manfarizah Manfarizah, Yadi Jufri, and Cut Khairani. "PEMBUATAN KOMPOS, BIOCHAR DAN MOL UNTUK MENINGKATKAN KESEJAHTERAAN MASYARAKAT DI KECAMATAN INGIN JAYA ACEH BESAR." RAMBIDEUN : Jurnal Pengabdian Kepada Masyarakat 4, no. 3 (December 30, 2021): 133–44. http://dx.doi.org/10.51179/pkm.v4i3.930.
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Raw materials for compost making, local microorganisms (MOL), and biochar are widely available in the District of Ingin Jaya. So far, municipal waste, agricultural waste, and household waste have not been managed properly, are seen as worthless products, and cause environmental and aesthetic problems. These wastes can be converted into economically viable products such as compost, MOL and biochar. However, the community's mastery of science and technology is still very limited to converting these materials into products of economic value. Therefore, PKMBP activities were carried out through a participatory approach which was followed by field schools. The goal is to improve the capabilities and skills of the partner group consisting of members of farmer groups, PPL, PPL self-supporting in mastering the science and technology of composting, and MOL and Biochar making. The result achieved was that the PKMBP activity could increase the community's capacity in mastering the concepts, manufacturing, and application techniques of compost, MOL, and Biochar using simple technology. The community can use these products as environmentally friendly fertilizers, increase land productivity and farm efficiency. This activity can also improve the quality of waste into products of economic value, increase community turnover and overcome health problems and environmental aesthetic values.
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Ningsih, Tutuk. "Implementasi Pendidikan Karakter dalam Perspektif di Sekolah." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 16, no. 2 (May 27, 2018): 235–54. http://dx.doi.org/10.24090/insania.v16i2.1590.
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Abstract: Character education requires a basis of conceptualization of the character and moral comprehensively by cultural basis which is clear and focused. To form students who have a positive character, it should also require the environment which has character. Person’s behavior is determined by the environment it means someone is going to be a person who has character if grown in environments characterized. That’s what needs to be built the basic character which is from the moral values of humanity in the community, both as individuals or groups. Education establishes good character and personality intact someone, besides every parent in the family, it can also be done through moral guidance in schools, moral guidance should be designed and managed in such a way so that in the learning process there is also the process of establishing good attitudes and behavior, in practising character values can be taught through activities intracurricular (integrated subjects) and extracurricular activities so that students can translate in real behavior.
Character education is everything is done by the teacher, which could affect the character of students. Teacher helps forming the character of students. This includes how the implementation of exemplary character education in the perspective at schools especially teacher behavior, the way teachers speak or deliver material, how teacher tolerates and other related matters. Character education is an investment system of values character to the citizens of the school which includes the components of knowledge, awareness or volition/ will, and action to implement those values. Implementation can be realized through the methods: (1) know how to lose, (2) understand the difference between winning and success, (3) respect for others, (4) work with others, (5) demonstrated integrity, (6) show self-confidence, and, (7) give return.
Keywords: Implementation, character education, school
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Sudiasa, Ida Bagus K. "Internasionalisasi Pelatihan Tari dan Musik Tradisi Melalui Metode Eksploratif Kinsetetik Di LFJ. Louis Charles Damais Jakarta Selatan. Pengabdian Pada Masyarakat." Sarwahita 14, no. 01 (May 31, 2017): 61–74. http://dx.doi.org/10.21009/sarwahita.141.08.
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ABSTRACT: Jakarta as the nation's capital and representative of a country that already has state relations with Indonesia, the placement of its representative offices is more in Jakarta, as well as the presence and development of more foreign schools in Jakarta. Based on the data of the Ministry of Education and Culture of Indonesia, the existence of foreign schools in Jakarta approximately fifty (50) fruit either managed by the embassy of the country concerned or from the private sector in cooperation with educational institutions in Indonesia and in franchise only from the curriculum only. As for foreign schools that develop education in Indonesia, one is the Francis LFJ school. Louis Charles Damais Jakarta who already has a curriculum about learning Western art. Community Service (P2M) is one of the Tri Darma of Higher Education as an opportunity for researchers to use constructivism approach as learning emphasizes the level of creativity of students to channel new ideas as self-development of students based on experience in Dance and Music Tradition training, so that children finally able to move the dance and play a simple instrument of Tradition.
ABSTRAK: Jakarta sebagai ibu kota negara dan perwakilan dari sebuah negara yang sudah memiliki hubungan negara dengan Indonesia, penempatan kantor perwakilannya lebih banyak di Jakarta, demikian dengan keberadaan dan perkembangan sekolah asing lebih banyak di Jakarta. Berdasarkan data Departemen Pendidikan dan Kebudayaan Indonesia, keberadaan sekolah asing di Jakarta kurang lebih lima puluh (50) buah baik di kelola oleh kedutaan negara bersangkutan maupun dari swasta bekerja sama dengan lembaga-lembaga pendidikan di Indonesia maupun dalam bentuk wara laba hanya dari kurikulumnya saja. Adapun sekolah asing yang mengembangkan pendidikan di Indonesia, salah satu adalah sekolah Francis LFJ. Louis Charles Damais Jakarta yang sudah memiliki kurikulum tentang pembelajaran seni Barat. Pengabdian pada Masyarakat (P2M) merupakan salah satu Tri Darma Perguruan Tinggi sebagai peluang peneliti menggunakan pendekatan konstruktivisme sebagai pembelajaran menekankan tingkat kreativitas siswa untuk menyalurkan ide-ide baru sebagai pengembangan diri siswa didasarkan pada pengalaman pada pelatihan Tari dan Musik Tradisi, sehingga anak-anak pada akhirnya mampu menggerakkan Tari dan memainkan alat musik Tradisi yang sederhana.
Kata KuncI: Tari, Musik, Eksploratif Kinestetik
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Dunskaya, T. P. "The Program of Correction of School Disadaptation of Primary School Children by Means." Вестник практической психологии образования 17, no. 4 (2020): 40–49. http://dx.doi.org/10.17759/bppe.2020170404.
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Recently, an increasingly urgent problem of the modern school, uniting the efforts of psychologists and teachers, is the problem of social disadaptation, as a phenomenon that prevents the full-fledged personal development of a student, his socialization and complicates the educational process. Everywhere there is an increase in the number of children in school with signs of social disadaptation, expressed in an inadequate form of orientation of the child in school life (in the position of a school-boy) and in educational activities, in unproductive cooperation with adults and peers, in a weak level of ability to self-regulation of their activities, school failure, a high level of school anxiety, aggressiveness and negative emotional attitude towards school. Along with the obvious manifestations of social disadaptation, its early signs are widespread, such as increased school anxiety, overestimated or low self-esteem, decreased learning motivation against the background of good academic performance and discipline, which, due to their “veiledness”, are often not attracted to themselves the attention of teachers and psychologists. Socially unadapted children seem lazy, undisciplined, intel-lectually undeveloped, dependent and stubborn, self-willed, poorly managed. At the same time, the child's behavior is distinguished by indecision, passivity, or negativism, stubbornness, aggression. It seems that children with such behavior do not want to behave constructively, deliberately violate discipline. However, this impression is wrong. The child is not really able to cope with his experiences. The presence of negative experiences and affects in a schoolchild inevitably leads to break-downs in behavior, serves as a pretext for the emergence of conflicts with adults and peers. Despite the close attention to this problem, the problem of finding pedagogically effective methods of up-bringing, types and forms of activity corresponding to the physical and mental development of younger students, contributing to the formation and development of social experience and personality traits, which would help the younger student to build ad-equate relationships with the environment, that is, would be factors of social adaptation. Today, in a number of developed countries, there is considerable experience in the use of art therapy in working with children and adolescents with various emotional and behavioral problems and developmental disorders. There are numerous confirmations of the effectiveness of using this technique in schools, where it acts as a means of not only healing and correction, but also development. The main goal of introducing art therapy into schools is to adapt children (including those suffering from emotional and behavioral disorders) to the conditions of an educational institution, and improve their academic performance. The art therapy program “I and We” allows at the early stages to identify children at risk, the development of emotional and behavioral problems, and contributes to the development of students’ mental qualities and personality traits that are of great importance for their successful psychosocial adaptation. The novelty of the program is associated with the adaptation of modern technologies for working with the child's personal sphere to the peculiarities and conditions of working with children with psychological problems in an educational institution.
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Sobarna, Cece. "Pendidikan Seni Budaya dan Keterampilan bagi Siswa Berkebutuhan Khusus." Metahumaniora 8, no. 2 (September 16, 2018): 213. http://dx.doi.org/10.24198/metahumaniora.v8i2.20697.
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AbstrakPemerintah Republik Indonesia menjamin hak seluruh warga negera Indonesiamendapat pendidikan. Komitmen ini dengan jelas tertuang pada pasal 31 ayat (1)UUD 1945 yang berbunyi bahwa “Setiap warga negara berhak mendapat pendidikan.”Pernyataan tersebut mengindikasikan bahwa warga negara yang dimaksud didalam Undang-Undang Dasar 1945 itu mencakup seluruh rakyat Indonesia dengankondisi apapun tidak terkecuali, termasuk anak berkebutuhan khusus. Mekanismepelaksanaan pendidikan untuk anak berkebutuhan khusus kemudian diatur dalamperaturan-peraturan pemerintah. Langkah-langkah tersebut menunjukkan bahwapemerintah bersungguh-sungguh dalam memberikan hak pendidikan bagi warganegaranya yang dianggap kurang beruntung karena kondisi fisik dan atau mentalmereka. Materi pendidikan apa yang diperlukan bagi anak berkebutuhan khususmenjadi tantangan berikutnya yang harus ditanggulangi bersama. Dengan tujuan akhirmeluluskan siswa berkebutuhan khusus yang mandiri dalam berkehidupan sosialdi masyarakat, sekolah-sekolah khusus seperti SLB (Sekolah Luar Biasa) melakukanberbagai upaya dan salah satunya adalah melalui pendidikan keterampilan dan senibudaya. Bagaimana pendidikan ini diberikan di SLB bagi siswa berkebutuhan khususmenjadi hal yang ingin diungkap melalui tulisan ini. Selama kurang lebih 8 bulanturut terjun langsung berbagi pendidikan Seni Budaya dan Keterampilan diperolehhasil bahwa pendidikan keterampilan dan seni budaya seperti prakarya, tata boga,dan seni budaya mampu mendorong siswa berkebutuhan khusus menjadi terampildan diharapkan keterampilan yang telah mereka miliki tersebut mampu membuatpara siswa tersebut kelak mandiri terjun ke masyarakat.Kata kunci: siswa berkebutuhan khusus, pendidikan keterampilan dan seni budaya,Sekolah Luar Biasa, UUD 1945AbstractThe government of The Republic of Indonesia guarantees that every Indonesian citizenhas a right to get an education. This commitment is strongly stated in The Constitution of theRepublic of Indonesia of 1945 Article 31 (1) that “Each citizen has the right to an education.”The content of The Constituion indicates that the citizen mentioned in the constitution refersto all Indonesian citizens in any condition without any exception including children of specialneeds. How the mechanism of the education for children of special needs is implemented is thenregulated in the Government Regulation. These efforts show that Indonesian government takesthis matter seriously in order that its citizens who are considered to be not fortunate due to theirphysical and or mental condition get their right in education. What kind of education needed forthem becomes the next challenge that has to be managed together with all authorities. In orderto achieve the standard objective for the graduated students of special needs that they have to be self-seficient, independent in their social life among societies, Special Needs Schools ‘SLB’implement some efforts and one of them is by givingthe education of Skill, Art and Culture intheir curriculum. How this education is given in Special Needs Schools for students of specialneeds becomes the main issue that is described in this paper. By taking part in giving thiseducation in these schools for about 8 months, it can be identified that through the education ofSkill, Art and Culture, the skills like culinary training and the art projects are able to stimulatethe students of special needs to be skillful and by obtaining these skills, it is expected that thestudents of special needs can be independent, self-sufficient in their social life in societies.Keywords: students of special needs, the education of Skill, Art and Culture, SpecialNeeds Schools, The Constitution of the Republic of Indonesia of 194
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Sobarna, Cece. "Pendidikan Seni Budaya dan Keterampilan bagi Siswa Berkebutuhan Khusus." Metahumaniora 8, no. 2 (September 16, 2018): 213. http://dx.doi.org/10.24198/mh.v8i2.20697.
Full textAbstract:
AbstrakPemerintah Republik Indonesia menjamin hak seluruh warga negera Indonesiamendapat pendidikan. Komitmen ini dengan jelas tertuang pada pasal 31 ayat (1)UUD 1945 yang berbunyi bahwa “Setiap warga negara berhak mendapat pendidikan.”Pernyataan tersebut mengindikasikan bahwa warga negara yang dimaksud didalam Undang-Undang Dasar 1945 itu mencakup seluruh rakyat Indonesia dengankondisi apapun tidak terkecuali, termasuk anak berkebutuhan khusus. Mekanismepelaksanaan pendidikan untuk anak berkebutuhan khusus kemudian diatur dalamperaturan-peraturan pemerintah. Langkah-langkah tersebut menunjukkan bahwapemerintah bersungguh-sungguh dalam memberikan hak pendidikan bagi warganegaranya yang dianggap kurang beruntung karena kondisi fisik dan atau mentalmereka. Materi pendidikan apa yang diperlukan bagi anak berkebutuhan khususmenjadi tantangan berikutnya yang harus ditanggulangi bersama. Dengan tujuan akhirmeluluskan siswa berkebutuhan khusus yang mandiri dalam berkehidupan sosialdi masyarakat, sekolah-sekolah khusus seperti SLB (Sekolah Luar Biasa) melakukanberbagai upaya dan salah satunya adalah melalui pendidikan keterampilan dan senibudaya. Bagaimana pendidikan ini diberikan di SLB bagi siswa berkebutuhan khususmenjadi hal yang ingin diungkap melalui tulisan ini. Selama kurang lebih 8 bulanturut terjun langsung berbagi pendidikan Seni Budaya dan Keterampilan diperolehhasil bahwa pendidikan keterampilan dan seni budaya seperti prakarya, tata boga,dan seni budaya mampu mendorong siswa berkebutuhan khusus menjadi terampildan diharapkan keterampilan yang telah mereka miliki tersebut mampu membuatpara siswa tersebut kelak mandiri terjun ke masyarakat.Kata kunci: siswa berkebutuhan khusus, pendidikan keterampilan dan seni budaya,Sekolah Luar Biasa, UUD 1945AbstractThe government of The Republic of Indonesia guarantees that every Indonesian citizenhas a right to get an education. This commitment is strongly stated in The Constitution of theRepublic of Indonesia of 1945 Article 31 (1) that “Each citizen has the right to an education.”The content of The Constituion indicates that the citizen mentioned in the constitution refersto all Indonesian citizens in any condition without any exception including children of specialneeds. How the mechanism of the education for children of special needs is implemented is thenregulated in the Government Regulation. These efforts show that Indonesian government takesthis matter seriously in order that its citizens who are considered to be not fortunate due to theirphysical and or mental condition get their right in education. What kind of education needed forthem becomes the next challenge that has to be managed together with all authorities. In orderto achieve the standard objective for the graduated students of special needs that they have to be self-seficient, independent in their social life among societies, Special Needs Schools ‘SLB’implement some efforts and one of them is by givingthe education of Skill, Art and Culture intheir curriculum. How this education is given in Special Needs Schools for students of specialneeds becomes the main issue that is described in this paper. By taking part in giving thiseducation in these schools for about 8 months, it can be identified that through the education ofSkill, Art and Culture, the skills like culinary training and the art projects are able to stimulatethe students of special needs to be skillful and by obtaining these skills, it is expected that thestudents of special needs can be independent, self-sufficient in their social life in societies.Keywords: students of special needs, the education of Skill, Art and Culture, SpecialNeeds Schools, The Constitution of the Republic of Indonesia of 194
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Chavez-Miguel, Giovanna, Michelle Bonatti, Álvaro Ácevedo-Osorio, Stefan Sieber, and Katharina Löhr. "Agroecology as a grassroots approach for environmental peacebuilding: Strengthening social cohesion and resilience in post-conflict settings with community-based natural resource management." GAIA - Ecological Perspectives for Science and Society 31, no. 1 (March 31, 2022): 36–45. http://dx.doi.org/10.14512/gaia.31.1.9.
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In the Colombian Andes, farming communities face complex challenges involving conflict, climate change, peacebuilding and rural reconstruction. Organized around agroecology, farmers generate associativity processes, self-managed extension work and popular education pedagogies. This strengthens the social fabric of these communities and enhances their adaptive capacities, enabling them to persist in the context of adversity.This study investigates the potential of community-based agroecology in post-war scenarios for fostering social cohesion and community resilience; considered to be two key components of peacebuilding. Based on a systematization of experiences, we analyze the work of seven farmer-led educational initiatives, so-called Agroecology Peasant Schools (Spanish: Escuelas Campesinas de Agroecología, ECAs), in three different regions of the Colombian Andes ‐ Cauca, Valle del Cauca, and Coffee Axis. Using interviews and focus groups, we integrate the perceptions of 82 stakeholders from regional agroecology networks. The results illustrate the contexts in which ECAs emerge and demonstrate how the associative processes they advance strengthen the social fabric, enhance the capacities of farmers in agroecological management and support the socio-economic recovery of rural areas. Based on our results, we maintain that, by fostering shared identities and collective capabilities of farmers, ECAs strengthen social cohesion and community resilience and thereby contribute to the building of “positive peace” from a grassroots level. By scrutinizing local initiatives, this study generates insights for guiding contextualized peacebuilding programs, based on local needs and aspirations.
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Memon, Ismail, Zeeshan Feroz, Abdulmohsen Alkushi, Nabeel Qamar, and Farwa Ismail. "Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program." Advances in Physiology Education 45, no. 3 (September 1, 2021): 481–85. http://dx.doi.org/10.1152/advan.00233.2020.
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The College of Science and Health Professions offers a university preprofessional program. Like most medical schools in Saudi Arabia, the teaching delivery strategy in the university preprofessional program is on campus and face-to-face. During the month of March 2020, teaching activities of the spring semester were proceeding as normal; however, the sudden emergence of COVID-19 disturbed routine activities and compelled authorities to switch all teaching activities from face-to-face to online. Training sessions and workshops for all stakeholders on online delivery methods were arranged. Blackboard and other online facilities were utilized. All teaching materials, including newly made video clips for anatomy and physiology practicals, were uploaded on Blackboard and discussed online with students. Students’ anxiety related to the exam was reassured by giving them the option of open book quizzes during summative continuous assessment. All scheduled teaching sessions, lectures, and practicals were conducted proficiently. Revision sessions and assessment quizzes were conducted with students’ satisfaction. At the end of the semester, a final exam was conducted online as an open book exam. Students with technical issues while attempting the exam were given an opportunity to make up for it. After a successful final exam, the cumulative block grades showed students secured higher grades in the open book exam. Following that, the King Saud bin Abdulaziz University for Health Sciences has managed to conduct on-campus close book exams that abide by self-distancing and standard operating procedure policies.
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Šterlinko Grm, Helena, Mojca Stubelj Ars, Lilijana Besednjak-Kocijančič, and Petra Golja. "Nutritional supplement use among Slovenian adolescents." Public Health Nutrition 15, no. 4 (September 14, 2011): 587–93. http://dx.doi.org/10.1017/s1368980011002333.
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AbstractsObjectiveLittle is known about the prevalence of nutritional supplement use in European adolescents. We conducted the present study to analyse the prevalence of nutritional supplement use and factors associated with this use among Slovenian adolescents.DesignThe nutritional supplementation practices of 818 adolescents were studied using an anonymous questionnaire. Information was sought on the type of supplements used, frequency of use and sources of information.SettingThe region of north-west Slovenia.SubjectsSchoolchildren from twenty primary schools and twelve secondary schools.ResultsSome 19·3% of all adolescents reported using at least one nutritional supplement and the prevalence of use was significantly higher in adolescents who were members of sports clubs. Multivitamins were the most common nutritional supplement. Older adolescents were significantly more likely to be supplementing with iron, protein and minerals. Less than 16 % of supplement users in our study sought information from health-care professionals. Nearly 62 % obtained information from parents and coaches, and many adolescents appear to decide on nutritional supplementation themselves, without advice. Older adolescents were significantly more likely to combine supplements than younger adolescents.ConclusionsOne-fifth of Slovenian adolescents use nutritional supplements. There are clear differences in supplement use between younger (age 12 years) and older (age 17 years) adolescents. Multiple use of supplements, coupled with self-managed supplementation in older adolescents, is concerning. Hence, there is an urgent need to provide accurate information regarding nutritional supplements, which will help adolescents, their parents and coaches to make informed choices about their use.
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Sanosa, Korina, Wahju Astarjo Rini, and Yonatan Alex Arifianto. "Upaya Meningkatkan Mutu Pendidikan Kristiani melalui Pengembangan Self Control." DIDAKTIKOS: Jurnal Pendidikan Agama Kristen 5, no. 1 (June 30, 2022): 27–38. http://dx.doi.org/10.32490/didaktik.v5i1.7.
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Self-control is the ability of the body and mind to do what it is supposed to do. Self-control makes us think about what will happen if we make a dangerous choice. Self-control keeps us out of trouble and helps us act appropriately. Self-control has a role in showing how we value ourselves. Self-control is an important aspect in the actualization of our thoughts, feelings, and behavior in dealing with every situation. Someone who can control himself from negative things will certainly get a positive assessment from other people (social environment), and vice versa, which also plays a role in achieving personal goals. Self-control is believed to help a person in achieving one's life goals. This study aims to determine the development of self-control through the 4P character development program (fathering, coaching, training, and mentoring) to improve the quality of education. Educational services are measured by the quality of education provided in schools. Character education aims to shape students' minds and attitudes, which is managed by instilling 4P programs (Fathering, Coaching, Training, and Mentoring) so that students can control themselves. This research method is carried out using a quantitative approach. This research was conducted using a descriptive quantitative approach. Descriptive research seeks to describe and interpret objects as they are without intending to draw conclusions that apply to the public. This research begins by collecting observational and field research literature, analyzing data, and making research reports. The results of the study found that the 4P character-building program (Fathering, Coaching, Training, and Mentoring) through self-control can impact the quality of education. AbstrakSelf-control atau kontrol diri adalah kemampuan tubuh dan pikiran untuk melakukan apa yang semestinya dilakukan. Kontrol diri membuat kita memikirkan apa yang akan terjadi jika kita mengambil pilihan yang berbahaya. Kontrol diri menjauhkan kita dari persoalan dan membantu kita bertindak tepat. Self-control memiliki peran dalam menunjukkan siapa diri kita nilai diri. Self-control menjadi aspek yang penting dalam aktualisasi pola pikir, rasa dan perilaku kita dalam menghadapi setiap situasi. Seseorang yang dapat mengendalikan diri dari hal-hal yang negatif tentunya akan memperoleh penilaian yang positif dari orang lain (lingkungan sosial), begitu pula sebaliknya, juga berperan dalam pencapaian tujuan pribadi. Pengendalian diri dipercaya dapat membantu seseorang dalam mencapai tujuan hidup seseorang. Penelitian ini bertujuan untuk mengetahui pengembangan self-control melalui program pembinaan karakter 4P (pembapaan, pembinaan, pelatihan, dan pendamping) upaya meningkatkan mutu pendidikan. Layanan pendidikan diukur melalui kualitas pendidikan yang diselenggarakan di sekolah. Tujuan pendidikan karakter untuk membentuk mental dan sikap peserta didik yang dikelola dengan menanamkan program-program 4P (Pembapaan, Pembinaan, Pelatihan, dan Pendampingan) agar peserta didik dapat mengendalikan diri. Metode penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif. Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif deskriptif. Penelitian deskriptif merupakan metode penelitian yang berusaha menggambarkan dan menginterpretasikan objek sesuai dengan apa adanya tanpa bermaksud membuat kesimpulan yang berlaku untuk umum. Penelitian ini diawali dengan mengumpulkan literatur yang terkait dengan penelitian observasi, riset lapangan, menganalisis data, dan membuat laporan penelitian. Hasil dari penelitian didapatkan bahwa program pembinaan karakter 4P (Pembapaan, Pembinaan, Pelatihan, dan Pendampingan) melalui self-control dapat memberikan dampak pada peningkatan mutu pendidikan.
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Zoubi, Faiz Hamad. "Investigating the Effect of Graduate Business Programs of the Schools of Business in Jordan in Forming Soft-Power Leadership Conceptualization among MBA Students." International Business Research 14, no. 7 (June 16, 2021): 19. http://dx.doi.org/10.5539/ibr.v14n7p19.
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The main objective of the study is to explore the extent of the conceptualization of soft-power leadership among graduate business students, and the degree to which they apply the concept in their study programs in the Jordanian universities. In precise, to explore the effect of curriculums and courses, learning style, and the way the business program is managed in forming the concept of soft power leadership in students.
The analysis was extended to investigate the variation in the relationship between curriculums, learning style, and program management as independent variables and soft-power leadership concept as dependent variable due to the moderating variables gender, background education, and work sector. A sample of 350 students was drawn from two representative universities in Jordan. Data were collected by a self-designed questionnaire based on literature, Amos 21 was used in the analysis, and findings were as follows:
Students have positive attitudes toward soft-power leadership conceptualization with a satisfactory level of belief. Learning style and curriculums have been found to be of significant effect in soft-power conceptualization. This indicates that the American Model of Management Education (AMME) is applied in both curriculums and learning styles in business schools in Jordan.
With regards to the moderating effect of gender, background education, and job sector of students it was found that gender significantly affects the relationship between learning style and soft-power concept, and it does affect the relationship between program management and soft-power concept, Background education significantly affects the relationship between both curriculums and program management, and soft-power concept, while the job sector that students belong to in their work only affects significantly the relationship between program management and soft-power concept.
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ȘORCARU, Daniela. "TOWARDS HARMONIZING COMMUNICATION OUTWARDS AND WITHIN. AN ON-GOING SHIFT IN PRAGMATICS AND DISCOURSE ANALYSIS." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (December 7, 2020): 148–52. http://dx.doi.org/10.26520/mcdsare.2020.4.148-152.
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Considering the current international context, where everybody is affected by the Sars-CoV-2 pandemic and its economic, social and psychological implications, communication has been subjected to complex changes at all levels, that go far beyond what we have managed to understand so far. Nowadays, in these troubled times, obstacles in communication are the norm rather than the exception, often resulting in alienation, anxiety, depression and a deep sense of loss. Loss of what our lives used to be… Loss of the self… This is why, once the impact of this new reality has more or less settled in, we need to work towards harmonizing communication in this new world we are living in. As linguists, we are witnessing an on-going shift in pragmatics and discourse analysis, as we should acknowledge the emergence of complex verbal and non-verbal dimensions to personal and professional communication, where fear of contagion is constantly lurking in the conscious or subconscious background. Special focus should be laid on schools and the entire educational process, with electronic platforms and online teaching/learning causing additional stress to all parties involved (teachers, students, and families of both categories). We have already discovered that the lack of proper human interaction, or the diminished state we are experiencing it in, is literally impossible to replace or fully make up for. Now, we must understand that harmonizing communication must be a top priority, particularly if we need people to stay fully-functional and keep education, society and economy running.
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Reitzug, Ulrich C. "Self-managed leadership: An alternative school governance structure." Urban Review 24, no. 2 (June 1992): 133–47. http://dx.doi.org/10.1007/bf01239356.
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